Perceived (Academic) Control and Causal Thinking in Achievement Settings.

By R. Perry. 2003

126 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, General Psychology

View Paper: https://www.semanticscholar.org/paper/b4e0c7bb604a6c48e3986d6f363ae38e7bb4722b

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In Education

In Experimental and Cognitive Psychology

In General Psychology

Citations in the corpus

A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students (2009, background): “On entering university, low-control students are particularly vulnerable in such circumstances and can suffer from low motivation, negative affect, and frequent failure as a consequence (Perry, 1991, 2003).”
Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health (2009, background): “In addition, institutional administrators can monitor the quality of teaching among their faculty members, as research shows that ineffective teaching diminishes the achievement benefits of PAC (Magnusson and Perry 1989; Perry 2003 ).”
Exploring individual differences as determining factors in student academic achievement in higher education (2012, background): “Perry (2003) has described the construct as referring to peoples' ‘beliefs about their capacity to influence and predict daily life events’ (3), and considers it to be a critical academic marker .”
ENHANCING PRIMARY AND SECONDARY CONTROL IN ACHIEVEMENT SETTINGS THROUGH WRITING-BASED ATTRIBUTIONAL RETRAINING (2006, background): “However, this research also indicates that a pattern of low perceived control, negative affect, and poor performance characteristic of failure–prone, at–risk students can persist despite the presence of high quality teaching (see Perry, 1991, 2003, for reviews).”
Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment (2005, background): “Perceived academic control was defined as students’ beliefs about the causes of success and failure in keeping with Perry (1991, 2003) and the perceived control literature more generally (e.g., Skinner, 1996; Thompson, 1998).”
Self-regulated learning in higher education: identifying key component processes (2011, background): “‘beliefs about their capacity to influence and predict daily life events’ [Perry 2003 , 3]) and student peer assessment and self‐assessment (i.”
The College Persistence Questionnaire: Development and Validation of an Instrument That Predicts Student Attrition (2009, background): “The model features variables that are prominent in the field of personality such as self-efficacy (e.g., Bandura, 1997), coping strategies (e.g., Aldwin, 2007), and personal control (e.g., Perry, 2003).”
The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective (2007, background): “Accordingly, the dissemination of research on teaching and learning to end-users and stakeholders will help new faculty members succeed in this adjustment process (Perry, 2003; Smart & Ethington, 1995).”
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. (2009, methodology): “In creating the database, self-report data were collected twice within 1 academic year, and then merged with up to 8 years of institutional data such as grade point average (GPA; for a more complete description of the database, see Daniels et al., 2008; Perry, 2003; Stupnisky, Renaud, Daniels, Hayne”
Primary and secondary control in academic development: gender-specific implications for stress and health in college students1 (2006, background): “Through the use of structural equation modeling, the present study provides data in support of previous research in achievement motivation demonstrating the potential benefits of primary control for the academic development of college students (for reviews see Perry, 1991, 2003).”
Academic optimistic bias: Implications for college student performance and well-being (2007, background): “One such period is the transition year from high school into the first year of college, which is marked by increased pressure to excel, more frequent failure, and unfamiliar academic tasks (Perry, 1991, 2003).”
Perceived control and emotions: interactive effects on performance in achievement settings (2008, background): “(Perry 2003).”
Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement (2007, background): “Perry (1991, 2003) has argued that students’ responsibility for their achievement is increasingly emphasized as they progress through the education system, making perceived control especially important among college students.”